Date

2003

Author

Koçak, Ayfer

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The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at Baskent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners̕ readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners̕ motivation level in learning English, (b) Learners̕ use of metacognitive strategies in learning English, (c) Learners̕ responsibility perception of their own and their teachers̕ in learning English and (d) Learners̕ practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of Baskent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners̕ major field. The sixth result pointed out that females used more metacognitive strategies in learning English; however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The

Subject Keywords

English language, Learner autonomy, Learner responsibility, Self-regulated learner

URI

http://etd.lib.metu.edu.tr/upload/1217728/index.pdf
https://hdl.handle.net/11511/13388

Collections

Graduate School of Social Sciences, Thesis